Conditions

Neurodiversity

Neurodiversity is the concept that brain differences are natural variations – not deficits, disorders or impairments. The terms neurodivergent and neurodivergence are now used to describe all people whose neurological differences mean they do not consider themselves to be neurotypical. Neurotypicality is used to describe people whose brain functions, ways of processing information and behaviours are seen to be standard (The Brain Charity 2022).

Autism, dyslexia, dyspraxia, and ADHD are all examples of neurodivergence, although these can also fall under the category of ‘specific learning difficulty/difference’.

Lived Experience

Quotes from Cardiff University Students:

“I can absorb and repeat information back to you, but not in a logical sequence”

“…we often face barriers to confidence, keeping routines, motivation, and getting top grades”

“ I feel like I can’t ask, that I will seem annoying and stupid”

“When you have learning difficulties or dyslexia, you tend to judge yourself a lot more and I was quite hard on myself: I used to get very frustrated...”

“I get accused of daydreaming…but to take in what’s being said, I have to read things 6 times”

Key Recommendations for Teaching Strategies

• Clearly explain what students can expect and what is expected, plus provide a module or session map;
• Establish mutual understanding of what is being spoken and what is being implied;
• Provide a structure for in-person sessions, catch-up via recordings, and independent tasks;
• Use a consistent structure for Ultra pages across modules
• Consider ways to limit sensory overload or hypersensitivity, including planned breaks, quiet areas and silent thinking time
• Offer flexible working hours where possible,
• Consider choice of seating, choice to work alone, and ability to move around
• Allocate tasks based on strengths (eg group work)Name a contact person for consistency and clarity of communication
• Use UDL as a compassionate pedagogy

(Hamilton and Petty 2023)

Lived Experience

Listen to a description of the learning and teaching experiences of three Cardiff University colleagues, which highlight the impact of neurodivergence on learning in the Cardiff University Disability and Dyslexia Resource.

More Information
To read more about neurodiversity, access this comprehensive neurodiversity resource, (click here for new tab, or below) created by the Cardiff University Student Disability Service.

You can also access this learning module by Autism Wales , or take the free Open University course, Understanding Autism.

Dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling. Characteristic features of dyslexia are difficulties in phonological awareness, verbal memory and verbal processing speed. Dyslexia occurs across the range of intellectual abilities. It is best thought of as a continuum, not a distinct category, and there are no clear cut-off points. Co-occurring difficulties may be seen in aspects of language, motor co-ordination, mental calculation, concentration and personal organisation, but these are not, by themselves, markers of dyslexia. (BDA 2023)

The construct is still poorly understood (Snowling, 2008). There exists a plethora of definitions, leading to a lack of consensus on what dyslexia is and how it is assessed (Ryder, 2016). There is a growing movement towards identifying an individual’s learning difficulties based not on black and white categorical conditions but on dimensional classification allied to personalised provision.

Findings on institutional provision and lecturer perspectives in HE for specific learning difficulties suggest notable differences in the types and consistency of support offered across institutions, which causes huge challenges for students. The most frequently used model is that of relying on additional learning support (ALS), where support is provided outside of the usual contact time, rather than the recommended approach of inclusive education (Ryder and Norwich 2018).

Quotes from Cardiff University Students

“Dyslexia for me means that I’m like a computer system where my brain is the computer, and my hand is a printer, but they are disconnected”

“I decided to pick modules that were more coursework than exams because I felt that I would I do better in written assessments, like coursework because I have time to look over it and read it to understand it."

"I struggle with sentence structures and organizing all my work. When I get to an exam, I almost like throw it all out there and I struggle organizing into a cohesive argument. For an example, last year I took an autumn exam, I answered, I tried to answer one of the questions. I had all the information down there. I had eleven citations in it and I got 48 per cent, a 40 mark. When I went back for feedback, they said that all the information was there, it was really really good. But it wasn’t organized, it wasn’t structured, they couldn’t actually see, see how it flowed.”

Key Recommendations for Teaching Strategies

• Provide clear expectations and a module and session map
• Make resources available in advance
• Record sessions and make available to all (high degree of non-disclosure for SpLD)
• Ensure all resources are accessible, and can be accessed by accessibility software (eg not locked PDF). Follow digital accessibility guidelines.
• Plan for a range of activities and modes (written, oral, individual and group work) to aid concentration
• Enable movement within the session and consider ways to limit sensory overload
• Support and structure the development of physical activity and skills, as well as cognitive development
• Enable choice in modes of expression, for in-class and assessment work
• Allocate tasks based on strengths
• UDL as a compassionate pedagogy

More information
To read more about Dyslexia, Undertake training on Dyslexia Awareness: There is a free Dyslexia Awareness online training module from Microsoft, or read this book: Pavey et al. 2010. Dyslexia-friendly Further and Higher Education

Students with a sensory impairment are less prevalent in our Higher Education community (50-100 students per year, in Cardiff University), but it is likely you will teach someone with a sensory impairment during your career. Disabled students with a sensory impairment have specific and in some instances specialised learning needs, and you may need to work closely with the Disability Service to ensure you can meet these needs.

Visually impaired students may have some vision, useful either for close or distance work, even if categorised as ‘blind’. They will encounter barriers to learning in accessing visual materials, for which they may need to use specialised magnification or speech software. They may also encounter barriers in relation to navigating the university environment, accessing physical spaces, or practical tasks.

Students may be deaf, or Deaf: The word deaf is used to describe anyone who does not hear very much. Deaf with a capital D refers to people who have been deaf all their lives, or since before they started to learn to talk. Deaf people tend to communicate in sign language as their first language. For most Deaf people English is an additional language, and understanding complicated messages in English can be a problem (Signhealth 2023).  There is a very strong and close Deaf community with its own culture and sense of identity, based on a shared language.

Quote from Cardiff University Student

“It is all in the description, you have to really think about it; how are you describing what is going on visually, in such a way as we can follow and repeat what you are doing? Are we actually following what is being demonstrated or shown, or are teachers assuming you can see the demonstration or slides?”

Key Recommendations for Teaching Strategies:

For Deaf or deaf students:

• Provide all materials at least 48 hours in advance
• Provide a recording of the session
• Check the teaching space has good lighting and a hearing loop and/or use a microphone
• Face the audience when speaking and speak naturally but clearly
• Provide captions or transcripts for all audio, including live and recorded online sessions, and online videos
• If British Sign Language interpreters are used, speak to the person, not the interpreter
• Offer a range of modes of assessment, including an opportunity to present in alternative formats, eg BSL

For visually impaired students:

• Provide all resources at least 48 hours in advance
• Provide Alt Text, and/or an audio-description of graphs, diagrams or images
• Provide a recording of the session with captions or transcript.
• Audio describe demonstrations or provide opportunity for one-to-one training in practical tasks
• Be aware of mobility challenges – ability to move from locations, time and likelihood of lateness
• Follow digital accessibility guidelines, using accessible documents, fonts and background. For more information on digital accessibility, read our Digital Accessibility Toolkit page

Students with physical impairments may have difficulties with mobility, manual dexterity or speech. Some might use a wheelchair all or some of the time. They might need support with personal care. Some physical impairments are fluctuating in impact and, as with all disabled students, it is important to talk to the student about what is most useful to them.

Depending on the impairment, a student with a mobility issue or a physical impairment may have difficulty with managing the distance between different learning activities, with carrying materials, or with notetaking, completing practicals or presentations, and may take longer to ask or answer questions.

Students with physical impairments may need a Personal Emergency Evacuation Plan (PEEP) in case of an emergency, which will be recorded in SIMs by your Disability Contact in the School.

Quote from Cardiff University Student

“The most frustrating thing is going into lectures late, and getting looks from lecturers, or students – when I have to rush everywhere, use back doors, find my way into lifts, wait for the one disabled toilet in the break. And then sit on my own at the front, like Billy bloody no mates.”

Key Recommendations for Teaching Strategies:

• Ensure buildings and rooms are accessible for wheelchair users
• Give 24 hours notice for changes to venue
• Check location of wheelchair-accessible spaces including height adjustable tables
• Ensure the student isn’t isolated from peers for active learning– request students sit at the front: put students in groups with peers, not with support workers
• Consider transition and movement around the room for small group tasks
• Allow for time in between sessions, as students may be late – liaise with the student and timetabling.
• Be aware that a physical disability may result in more hospital appointments and or/ ill health
• Discount disability related problems with verbal expression for those with a speech impairment in presentations or oral examinations
• Consider placements, practical tasks or labs, and fieldtrips and ensure fully accessible